• Journal of Science Education
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• v.38 no.3
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• pp.703-717
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• 2014

In physics, metal simulation is an important mechanism to understand and create concepts. If students have difficulty in mental simulation, understanding the concept of physics also gets difficult. By providing guide for spatial manipulation to students, 3D simulation contents can help them understand the concept of physics. In this study, the 3D simulation contents developed to help understanding the concept of light going straight and shadow is applied to 20 college students. The results, Hake gain is 0.93, showing high level of understanding about the class. In addition, through mental simulation, students predict the phenomenon well about the new context. This is shown that students' understanding of concept through 3D simulation contents are carried out well.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.59-67
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• 2000

Two groups of students, who are the students in the natural science course of high school in Korea, learned the equation of figure in space (point, line, plane) to understand more effectively with two different textbooks. One group was taught with the textbook used now in most high schools and the other group was taught with the textbooks systematized by associating old concept with new concept. The results are as follows : 1) We need understand the basic concept of vector plainly and flexibly to apply it to the solution of problems. 2) It helps students understand new concepts how we should establish the concept about point, line and plane in space by applying the concept about those on XY plane, 3) It is very effective in understanding the new knowledge system more easily to analyze the existent concepts and to arrange them systematically for efficient understanding of new concepts. 4) The texts which consist of contents organized by basic concepts improve students' learning ability.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.213-222
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• 1995

Analyzing textbook is the first step for enhancing the level of biology education especially in Korea. Prior studies of textbook analysis have mostly dealt with such topics as terminology analysis, content analysis, relationship analysis of chapters, and comparative studies. However, not much attention was paid to concept system to be learned and to relevance of concepts chosen. Therefore, the purpose of this study is to clarify the concept system and to elucidate the relationship among concepts for effective learning. Novak's concept map was utilized as a theoretical framework for the analysis of chapter I of high school biology textbook. Concept map has several distinctive merits in many aspects such as teaching, learning, and evaluation. It not only makes the understanding of key concepts and proposition a lot easier, but also helps to link prior knowledge and new concepts more effectively. This study will be a basic material for improving textbook for effective biology learning. The conclusions of the study are as follows: 1. Concepts in subchapters were arranged unsystematically or they were overlapping. For more effective understanding, those items should be rearranged. 2. Key concepts are not arrayed properly according to their hierarchy. Therefore, it was hard for students to set up concept structure. 3. The concepts emphasized by bold letters were not selected properly in accordance with their importance. Appropriate concepts should be chosen. 4. Key concepts should be explained by using examples in everyday life for easy understanding. 5. Many concepts in molecular biology is too abstract to grasp their meaning. Therefore, many audio-visual materials should be used to aid concept building.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.614-624
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• 2003

The purpose of this study was to examine the effectiveness of utilizing a concept map as an instructional strategy to promote student achievement through semantical learning in elementary school on volcanoes. To analyze student achievement in understanding the concept of volcano, quantitative and qualitative analyses were performed through a written test for two different groups that were composed of 80 sixth-grade students: a control group that attended class using the conventional strategy and an experimental group that attended class using concept maps. The results of this study were as follows: First, the use of concept maps in class is effective in learning because of the higher understanding of the group that was using concept maps in the achievement assessment. Second, in their post-instructional understandings, no significant differences are shown between middle- and low-ranking students statistically, but a significant difference is shown between high- and low-ranking students or between high- and middle-ranking students. This indicates that the use of concepts maps in a class is more effective for the middle- and low-ranking students than for the high-ranking students. Third, in the repetitions of classes, the students learning with an aid of concept maps became accustomed to structuring the concepts of their learning subject in categories of relationships, hierarchies, cross-links, and examples easily.

• Journal of Information Science Theory and Practice
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• v.5 no.1
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• pp.6-14
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• 2017

Information culture is a concept with multiple and sometimes conflicting definitions. Nevertheless at a time when social and cognitive aspects of information and communication systems are recognized as being of similar significance as the technological functionality, the concept of information culture is demonstrating considerable value. This paper explains the concept of information culture and considers its value from two main perspectives: firstly as providing an analytical tool, and secondly as a means of providing practitioners with insight and sensitivity to the organisational contexts of their workplaces.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.213-222
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• 2007

In this study, science history program was developed to enhance student's concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of ‘Composition of Matter' in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 24 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.01 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.414-422
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• 2009

In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1027-1038
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• 2012

We investigated the effect of Science Writing Heuristic (SWH) on elementary students' concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n=25) had been instructed with SWH lessons for six periods while a control group (n=25) taught according to the normal science lessons based on the Korean national curriculum using teacher's guides published by the Ministry of Education. Results of pre- and post-test of understanding the concept of mirrors and lenses showed a positive impact of SWH on both male and female students. However, the retention effect after post-test revealed that SWH only had an effect on female students' scientific attitudes. SWH, therefore, could be an effective teaching approach especially on concept formation, retention effects by fostering female students' scientific attitudes.